FOUNDATIONS OF EFFECTIVE SUPERVISION APS Supervisor Core Training

1. FOUNDATIONS OF EFFECTIVE SUPERVISIONAPS Supervisor Core Training Developed by: APS Training ProjectAcademy for Professional ExcellenceSan Diego State University School of Social Work

2. Welcome & Housekeeping

3. Evaluation Process

4. Developing an ID Code • What are the first three letters of your mother’s maiden name? AliceSmith • What are the first three letters of your mother’s first name? AliceSmith • What are the numerals for the DAY you were born? Nov29th Trainee ID Code

5. APS Supervisor Core: A Roadmap • Understanding Self as Supervisor • Foundations of Effective Supervision • Teambuilding and Motivating Staff • Data and Fiscal Operations • Management of Personnel Issues • Critical Thinking • Collaborations and Resources • Workplace Safety

6. Who’s in the Room? • Name & County • How long have you been a supervisor? • One thing you hope to take away from this training? • “Suggestion Box” - Please list an issue you are currently experiencing with one of your staff.

7. LEARNING OBJECTIVES • Recognize the components of APS culture and how they impact the APS supervisor’s role. • Identify three key roles for the APS supervisor and practice elements from these roles, including: • Establishing rapport; • Determining professional boundaries; • Utilizing clinical skills and strength-based practice concepts in case consultations; • Applying a formal case review process; • Providing effective feedback. • Describe the key elements for quality assurance via the case review process. • Identify ways to effectively structure and utilize unit meetings.

9. Promoted From Inside APS

10. Promoted from outside APS

11. Professional Boundaries for Supervisors • No dual relationships with supervised staff • Friendships • Does the relationship affect my ability to perform my job duties fairly and objectively? • Does this relationship create the appearance of impropriety/favoritism? Resource: http://www.socialworktoday.com/archive/EoEJanFeb09.shtml

12. SUPERVISORY ROLES Kadushin & Harkness, 2002

13. Educational Role

14. Case Consultations • Parallel process • Fundamental to the transfer of learning of formal training/education • Modeling and practice of interpersonal skills • Case Consultations

15. Case Consultation: Factors • Timing: ad hoc vs. scheduled • Worker’s Goal: get direction/permission/ resources/support • Supervisor’s Goal: enhance worker skills; minimize agency liability or damage control; support worker • Case Consultations

16. Case Consultation: Elements • Clinical issues with client • Caseload management issues • Professional boundaries • Ethical dilemmas • Support and validation of the worker • Debrief trauma • Case Consultations

17. Using Your Clinical Skills in Case Consultation You don’t need all the answers, but you need to be able to ask questions to solicit critical thinking within your workers. • Motivational Interviewing • Solution-Focused Practice • Cognitive Behavioral Therapy • Case Consultations Many of the clinical skills you used to use in the field with your clients may be applied to working with your staff. Shulman 2010

18. “Suggestion Box” Activity

19. Caseload Management • To close or not to close, that is the question. • I want to write the great American novel in this case file. • But the client needs me! • Case Consultations

20. Professional Boundaries • Over-identification • Limit self-disclosure • Maintain confidentiality at all times • No dual relationships • NASW Code of Ethics - http://www.socialworkers.org/pubs/code/code.asp • NASW Professional Boundaries Brochure http://careers.socialworkers.org/documents/Professional%20Boundaries.pdf • Case Consultations

21. Values & Ethics • Do no harm • Balance autonomy/self determination vs. public safety • Involvement of the client Questions to ask the worker: • How does taking/not taking this action serve the client’s best interest? • What is the potential liability/risk to client/worker/agency/public in taking/not taking this action? Law suit, media exposure, others get hurt. • Will you be able to sleep tonight with the decision you make? • Case Consultations

22. Values and Ethics:Mandated Actions • Confidentiality • Cross-reporting (law enforcement; child protective services; adult protective services) • Tarasoff/duty to warn: varies state to state • Defines who is required to warn & under what circumstances. • California - Ewing v. Goldstein (2004) • Case Consultations http://www.stanford.edu/group/psylawseminar/Ewing.htm

23. Case Consultation Exercise

24. SUPERVISORY ROLES Kadushin & Harkness, 2002

25. Supportive Role

26. Model Strength-Based Practice • Use strength-based language (empathy, inclusion, optimism; hope) • Make your workers’ development a priority in your everyday work life • Remain humble and open to learning from your worker • Strength-Based Practice

27. Promote Well-Being • Review • Agency policies • High risk situations/neighborhoods • Hazards cited in the case referral • Coordinate Resources • Cell phones, laptops, GPS • Emergency roadside assistance • Encourage and model self-care • Well- Being

28. Promote Safety and Trust • Communication is collaborative • Invite comment and discussion • Avoid becoming defensive • Maintain confidential communication (unless it violates agency policy) • Speak respectfully of everyone (including those with whom you disagree/don’t like) • Safety & Trust

29. Signs of Trauma Impact • Being afraid to take time away from your daily activities. • Thinking the worst in every situation • Reacting disproportionately. • Never taking a vacation. • Forgetting why you do your job. • Decreased performance at work. • Constantly not getting enough sleep. • Increased arguments with your family. • Decreased social life. • Isolated from colleagues, friends, and family. What About You? National Center on Family Homelessness, 2008

30. Supportive Supervision:Debriefing Trauma Trauma: a psychological or emotional injury caused by exposure to a deeply disturbing event. • Ensure the well-being of the worker • Appreciate silence • Allow tears and venting • Trauma-InformedPractice

31. Supportive Consultation Role Play

32. Learning Journal What 3 things can I do to promote well-being for myself and my staff?

33. SUPERVISORY ROLES Kadushin & Harkness, 2002

34. Administrative Role

35. Administrative Role What is your agency’s business objectives? Supports the agency’s business objectives : • Recruitment/training new workers • Work delegation • Evaluating/monitoring work • Procure resources • Structure communication • Provide vision/leadership • Serve as advocate for workers • Serve administrative buffer for client issues • Serve as agent for organizational/community change • Agency Business Objectives Kadushin & Harkness, 2002

36. Authority and Power • New supervisors are often uncomfortable with authority. • Feels at odds with social work values such as self-determination; equity, democratic principles. • Implement power and authority in a non-authoritarian manner. • Balance support with holding workers accountable for their performance. • Monitoring/Evaluating Performance

38. Case Reviews:Individual vs. Group • Monitoring/Evaluating Performance

39. Case Review:Compliance • Mandated time frames met • Mandated case documents present • Mandated cross-reporting done • Monitoring/Evaluating Performance

40. Case Review:Quality Assurance • Documentation/Narrative Notes • Objectively written • Correct grammar/spelling • Substantiates the findings of each allegation • Substantiates need for APS involvement • Substantiates the service plan • Substantiates case closure • Monitoring/Evaluating Performance

41. QA Case Review Exercise

42. Evaluating Performance • Ability to establish & maintain effective, meaningful professional relationships with clients • Social work process-knowledge and skills • Orientation to the agency administration-objectives, policies and procedures • Relationship to and use of supervision • Monitoring/Evaluating Performance Kadushin & Harkness, 2002

43. Evaluating Performance • Staff and community relationships • Management of work requirements and work load • Professionally related attributes and attitudes • Evaluating cultural competence • Monitoring/Evaluating Performance Kadushin & Harkness, 2002

44. Effective Feedback • Timely and consistent • Tied to established expectations • Based on observable and verifiable information; • Given in the context of a trusting relationship; • Given in the context of a clear agency or unit purpose (e.g., meeting time frames, benefiting clients, or improving relationships). • Monitoring/Evaluating Performance Salus, 2004

45. Fishbowl Exercise

46. After observing Carol’s interaction, how would you, as her supervisor, give her feedback for improvement in the following skills areas? Skills areas: developing rapport/trust; cultural sensitivity; interviewing skills/obtaining information; professional boundaries; ethical issues • How would you phrase it? What would you suggest?

47. Making the Most of Meetings • What makes a positive meeting experience? • What makes a negative meeting experience? • Managing Meetings

48. Common Meeting Problems • Negative meeting experience: • No focus • Confusion between process and content • Personal attack • Unclear roles and responsibilities • Communication problems • Data overload • Repetition • Managing Meetings

49. Exercise • Common Meeting Purposes

50. Meeting Life Cycle